Abstract:
The general objective of the study was to investigate the barriers that influence the implementation of curriculum in primary schools of Chencha Zuriya Woreda and Chencha town administration. The target population for this study comprised of 8 head teachers, 6 supervisors, 4 Woreda education officers, 197 teachers and 153 students in primary schools of Chencha Zuriya Woreda and Chencha town administration. Purposive sampling method was used to select head teachers, supervisors, Woreda education officers and students. Simple random sampling method was used to select clusters, schools and teachers. Descriptive survey research design was used to gather information, summarize, present and interpret data for the purpose of clarification. Questionnaires, an interview and forum group discussion schedule were used as tools for data collection. Once data collected from the field, it was coded and analyzed using SPSS version 16. Qualitative data generated from an open ended item was organized into themes. Quantitative data analyzed descriptively and presented using one sample t-test and frequency distribution tables with percentages. Most of the schools in Chencha Zuriya Woreda and Chencha town administration did not have adequate teaching and learning resources which greatly influenced curriculum implementation. The researcher concluded that shortage of administrative workers and inadequate provision of school physical facilities such as classrooms, libraries, laboratories and resource centers to mainstream primary schools would lead to poor implementation of curriculum. The study recommended that the Woreda education office should provideadequate textbooks, teaching materials, recruit enough teachers in all subjects for schools and give due attention and greater emphasis to provide teachers in service trainings and different incentives.
